Bachelor of Nursing - Kwantlen Polytechnic University

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Linkages between the learning outcomes and the curriculum design, an indication whether a
work experience/work place term is required for degree completion, and if so, a description of
the purpose and role of the work experience within the program.
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b) Provide the intended implementation schedule for the new program and evidence of
the appropriateness of the schedule, given the timing of the proposal and readiness of
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Bachelor of Nursing Program
PROGRAM PHILOSOPHY, WORLD VIEWS, AND CURRICULUM CONCEPTUAL
FRAMEWORK
Ontological Statements
Ontological statements describe the nature, scope, and objects of nursing (Kikuchi, 1992 / 2009).
Fawcett (2005) suggests the use of meta-paradigms to facilitate this. Meta-paradigms identify the
relevant phenomena of nursing and the public articulation of meta-paradigms is important as
they are the primary guide for the development of nursing knowledge (Fawcett, 2005). Fawcett
initially identified four central units of nursing as person, environment, health, and nursing in
1978. After refinement (2005), she suggests that the meta-paradigm of nursing is made up of
four concepts, four non-relational propositions, and four relational propositions.
The four concepts of nursing are human beings, environment, health, and nursing. The nonrelational propositions are definitions of the four concepts, and the relational propositions link
the concepts together, using the definitions. Specifically, the first relational proposition links
human beings and health; stating that nursing is concerned with principles and laws that govern
health. Health is defined as human processes of living and dying. The second relational
proposition links human beings and environment as nursing is concerned with human health
experiences within the context of the environment. The third links nursing and health; stating
that nursing is concerned with nursing actions that are beneficial to human beings and the final
relational proposition links human beings, health, and environment together as nursing is
concerned with health, recognizing that human beings are in a continuous relationship with
environments (Fawcett, 2005). Fawcett’s meta-paradigm describes the scope, nature and objects
of nursing clearly and the four concepts of human being, environment, health, and nursing are
commonly accepted as the foundational phenomena on which nursing practice, education,
administration, and research are based.
The Bachelor of Nursing program views these four concepts as described below.
Human beings (Client)
Clients include individuals, families, groups, communities, populations and/or the environment.
The term, family, is defined broadly to include more traditional families such as the male and
female parent plus children family units and less traditional family units such as lesbian, gay and
transgendered family units, adolescent street children cohabitating as families, and single people
and their pets. The term, community, includes people in geographic proximity and also
individuals, families and groups sharing common interests (Andersen, 2003).
Health care environment
The right to health care for all is highly valued by our society and supported by the Canadian
nursing profession. It is our belief that, fundamental to this right is equal quality of and access to
health care through fairly distributed resources within and among our communities and that
people must be full participants in making decisions about their health.
The complex and changing nature of health care has direct consequences for the way in which
nursing is practiced. Nurses have a vital role to play in shaping and responding to the challenges
of health care in our society. Nurses must strengthen their mandate and their ability to promote
health through continuous professional growth (CNPBC, 2005).
Health and health promotion
Human health is the extent to which people are able to realize aspirations, satisfy needs, and
change or cope with the environment (World Health Organization & Health and Welfare Canada,
1986). In assessing and determining the state and experience of their health, individuals,
families, groups and communities reflect on their state of being, comparing it to criteria of their
own choosing, a yardstick honed from past and present interpretations of health, drawing a
perception of their present health in terms meaningful to them. This perception changes in
accordance with factors such as mood, acute health challenges, losses, and the development of
new skills and abilities. It is the lived experience of the client in the narrating of their stories that
guides health professionals to an understanding of personal meaning and the health choices of
particular individual, families, groups or communities.
The maintenance of the health of the planet is as important to human health as the selection and
timely introduction of healing therapeutics. The pollution of air, water and food, and its
implication in genetic aberrations, attention-deficit disorders, mood, sleep, motivation,
neurological, respiratory and cardiac health challenges, needs to be understood and addressed
from the source of the problems. Nursing alone is not responsible for sustaining and rebuilding
the environment, but in cooperation with others, the development of social policy based on
informed research emerges naturally from a focus on the relationship of environment to health
and health promotion.
Health promotion emphasizes maintaining wellness, improving the health determinants and
health of the client, working in partnership with other health professionals and the client, and
intervening in a way that respects and promotes client empowerment. This includes involving
clients in determining the direction of their care.
Nursing
The Registered Nurse (RN) is a professional who focuses on the care of individuals, families,
groups, communities, and the environment and on the aim of promoting health and well-being.
Practice and Praxis in nursing prepares the RN with knowledge and skills to care for clients of all
ages in a variety of facilities including acute and extended care, the community, and private
practice.
The RN practices within the legal scope of practice for Registered Nurses, upholds other
professional standards of practice, and is prepared to provide safe, competent and ethical nursing
care. The focus of the RN is to work with individuals, families, groups, communities, and the
environment toward the aim of maintaining and improving health by using caring therapeutics
which include the selective application of empirical and other knowledge, praxis, research,
storytelling, psychomotor and interpersonal skills, sound reasoning, judgment, creativity, and
moral and ethical decision-making. The practice of registered nursing involves partnerships with
clients and other health professionals, and a commitment to lifelong learning (Andersen, 2003).
In the BN program, the concept, professional role, refers to the professional aspects of nursing.
This includes attention to the standards and competencies required of a beginning practitioner,
scope of practice, fitness to practice, ethics, and enculturation of individual nursing students into
the profession. This is enhanced in the BN program with professional mentorship which is
provided to each student by a faculty member and experienced registered nurse.
Epistemological Statements (Ways of Knowing)
Ontological claims are extended by epistemic claims which direct how the knowledge about
nursing, human beings, health, and the environment is developed (Fawcett, 2005). Multiple ways
of knowing have been identified in nursing since Florence Nightingale published notes in 1859
(Clements & Averill, 2006). Carper (1978 / 2009) presents four patterns, or ways of knowing,
distinguished according to logical types of meaning. These are empirics, aesthetics, personal
knowledge, and ethics. Empirical knowledge is factual, descriptive, and aimed at developing
abstract and theoretical explanations. Aesthetic knowledge involves deep appreciation of
situational meaning. Personal knowledge is subjective, concrete and existential, and ethics
examines standards, codes, and values for nurses to make decisions that are morally right. White
(1995 / 2009) suggests modifications to Carper’s model and adds a fifth pattern, socio-political
knowing. According to White, socio-political knowledge includes the context of the nurse and
client as well as the context of nursing as a profession.
Chinn and Kramer (2008) offer a model of patterns of knowing which includes knowledge that is
linked to emancipatory knowing, personal knowing, aesthetics, ethics, and empiric science.
Emancipatory knowing critiques society, culture, and politics to identify and address inequities.
Chinn and Kramer’s model is comprehensive and clearly pulls the focus of knowing away from
empirical science, which has been the predominant way of knowing in nursing over that past 50
years. The authors suggest that nursing knowledge requires all patterns of knowing to be
developed. This forms a holistic perspective of integrated knowing which is never-ending, and is
consistent with nursing practice and client-centered care.
This model provides direction for research and evidence-based practice which is holistic and
client-centered. It also provides a framework for nursing education. For example, nursing
curricula may be organized around the patterns of knowing. Empirics, or the science of nursing,
may be introduced with first level courses like Biology, and then pulled through to the fourth
semester in Pathophysiology. Students also learn to identify ways of knowing and incorporate
them into practice as they engage with clients. For example, the moral component of knowledge
is introduced in semester one as nursing students explore the concepts of respect and
confidentiality. In semester four, they provide knowledge to clients to ensure that they have the
capacity to make informed decisions, and in their final preceptorship, students advocate for
clients who do not have the resources required to stay healthy in their environments. Nursing
leaders may also incorporate patterns of knowing into practice with staffing and workload issues.
While recognizing Chinn and Kramer’s model as a guide which may be applied as a foundation
to contemporary and future education and practice, the Bachelor of Nursing program has made a
few changes to this model in an effort to improve clarity and function. Personal and aesthetic
knowing appear to overlap and should be pulled together into a pattern of relational knowing.
Engagement with clients provides a context for relational knowing and nursing knowledge is
generated through nurses’ relationships with self and others. In the curriculum, the concept,
relational knowing, is addressed first with a Semester One course on relationship with self, a
third level course on relationship with client, and a fifth level course on relationship with groups.
Related concepts such as empathy, therapeutic use of self, caring, and art are encompassed in this
pattern.
The emancipatory pattern, as discussed by Chinn and Kramer (2008), is integral to all other
patterns as the context of nursing and should be identified as such. For example, the importance
of social determinants of health, culture, and politics in nursing is very relevant to the complex
issues in nursing today and needs to be threaded through each of the patterns of knowing. The
demands of the workplace and hegemony in the health care systems of today are such that this
concept will also be extremely challenging for nurses to address. Chinn and Kramer’s model
provides direction.
Praxis
The BN program embraces Chinn and Kramer’s (2008) definition of praxis. Praxis is the critical
action/reflection dimension of emancipatory knowing; value-grounded, thoughtful reflection and
action that occurs in synchrony, integrating ontology and epistemology; a value-motivated
process that changes nursing practice and the larger social and political environment to end
injustices and inequities; praxis creates conditions where all people can reach maximum wellbeing and full potential, integrated with all ways of knowing in nursing practice (Chinn &
Kramer, 2008).
Critical Inquiry
Critical inquiry is central to praxis. The term, critical inquiry, expands on the meaning of critical
thinking to encompass critical reflection on actions. Critical inquiry is a process of purposive
thinking and reflective reasoning where practitioners examine ideas, assumptions, principles,
conclusions, beliefs and actions in the context of nursing practice. The critical inquiry process is
associated with a spirit of inquiry, discernment, logical reasoning, and application of standards
(Brunt, 2005).
Relational Engagement
Nurses engage with human beings. Assessment without engagement is not nursing. It is only part
of the process which becomes nursing. Engagement is a mutual process that may be initiated by
the nurse that develops into a relationship of deeper understanding with the recipient of nursing
care. Assessment is an important component of engagement as it provides direction for the
relationship in terms of goal achievement. Nursing engagement develops over time, and is
continuously changing as more information is created and developed in the relationship. It is this
relationship that is unique to nursing. It encompasses coming to know and understand all aspects
of the individual’s life, in the context of their environment and is based on caring, health
promotion, and mutuality.
Relational engagement includes caring (Andersen, 2003). As a way of being, caring involves
making connections with others and the environment. It is the authentic expression of
compassion, love, thoughtfulness, empathy, a quest for peaceful co-existence, and
nonjudgmental acceptance of the “other” and oneself. The latter of which is enacted in the
nurse’s learned practice of self-care (Henderson, 1978; Peplau, 1952 in Andersen, 2003). It
involves the recognition of spirituality as a value supporting wholeness and acceptance of others’
rights to experience and express it in their chosen ways. Empowerment and the practice of
partnered decision-making are essential to the caring relationship. In nursing practice, the onus is
on the nurse to find creative ways to engage clients in partnered decision-making to the full
capacity of their abilities.
Caring in nursing extends beyond the scope and familiarity of caring as known to non-nurses to
include relational caring actions. These are repertoires of intentional actions learned by members
of a profession, which are based upon a sound base of knowledge, skills, values and attitudes in
nursing, all of which can be taught and learned. Intentionality occurs when there is a goal and an
action happens because it was intended to occur.
The ability to care for others is mediated by the extent to which self-care is practiced by nurses,
and burnout develops in conjunction with a lack of self-care. Therefore, it is the responsibility of
the educational program as well as the work place to model and educate students in the practice
of self-care and the recognition and treatment of burnout.
Curriculum Conceptual Framework
The BN curriculum conceptual framework is an interrelated set of concepts drawn from the
program philosophy and program goals. It is a vehicle for ensuring the integration of the
program philosophy and goals in the curriculum design. The BN curriculum conceptual
framework consists of a series of five concepts: Health promotion, relational engagement, praxis,
critical inquiry and professional role. The concepts, health promotion, and relational
engagement are considered over-riding concepts since they represent the essence of nursing. The
other three concepts are considered core concepts since they are essential elements of nursing
practice. In the curriculum, the five concepts are used in course titles as organizing threads and
are also threaded through each course in the program. As well as reflecting the nature of
nursing, these concepts relate to the process of nursing education. For example, clientcenteredness and a focus on strengths, relational engagement, critical inquiry, praxis and
professionalism are essential elements in learning to become a nurse. They are thus key features
of the learning environment.
World Views or Paradigms
The beliefs, values and assumptions in this program reflect paradigms (or worldviews) of social
constructivism, critical social theory and feminism. The major ideas in these worldviews
influence and inform the development of the major curriculum concepts as they are presented in
the curriculum and applied in nursing practice.
Social Constructivism
According to Creswell (2007) social constructivism is a world-view in which individuals seek
understanding of their world. They develop subjective meanings of their experiences where they
live and work. These meanings are directed to certain objects or things and are varied and
multiple and often negotiated socially and historically. In the BN curriculum, this world-view is
consistent with phenomenology, culture and context. Phenomenology in the BN program is a
philosophical perspective. The central tenet of phenomenology is to understand human
experience as it is lived. The aim is to gain a greater understanding of the meaning of experience.
Rather than focusing on the facts of a situation, phenomenology strives to understand what
meaning those facts have for the person. This understanding compels us to raise questions about
the nature of human experience in an effort to uncover the deeper meaning within them
(CNPBC, 2005). Culture and context is described as the environment in which people live and
work. Culture includes beliefs, values, assumptions, and personal views as well as ethnicity.
People of differing age, socio-economic status, sexual orientation, gender, race, etc. may be
considered to have different cultural perspectives (CNPBC, 2005).
Critical Social Theory and Feminism (Andersen, 2003)
Reality is socially constructed (Berger & Luckman, 1967 in Andersen, 2003). There is no such
thing as an “objective” viewpoint, or objective research, because the lens through which we see
the world and our perceptions of it are always shaped by the belief systems embedded in the
myths of dominant social classes (Berger & Luckman, 1967; Dodson Gray, 1982; Kuhn, 1970 in
Andersen, 2003). When we become more conscious of the way we interpret our world and the
way we live our lives we are then able to change ourselves and our world. This is accomplished
through social praxis; the process of developing critical consciousness through cycles of
dialogue and action to question and change ideologies (Greene, 1978 in Andersen, 2003).
Specifically, critical social theory engages people in praxis to liberate them from their
unacknowledged circumstance (conceptual traps) of domination such as poverty, and to
transform their constraining conditions to create better ways of living (Freire, 1968; Stevens,
1989 in Andersen, 2003).
In critical social theory, the dream is to equalize and re-define power. Power is equalized through
the processes of consciousness-raising, praxis and the replacement of power-over decisionmaking with feminist choices including the power-to accomplish goals, and power-with,
meaning collaborative partnerships aimed at the betterment of all (Chinn, 2001 in Andersen,
2003).
It is the combination of feminism and critical social theory that helps us to envision and co-create
new and better societies based on caring-egalitarian-empowering philosophies. Feminism
concerns itself with the promotion of equal rights for women and men, equality in health care
and socio-economics, and the valuing of persons for who they are rather than seeing them in a
hierarchical arrangement with one gender at the top and all others at the bottom. Positive change
through feminism comes about through the practice of consciousness-raising and critique which
de-anesthetize us by engaging us in reflecting and taking action on situations of our daily lives.
Teaching & Learning in Nursing Statements (Andersen, 2003)
Adult learning must be relevant and immediate to sustain the learners’ interest in the educational
process. Furthermore, the education of adults must actively involve students in the learning
process, therefore objectives and learning activities must include student voice and participation
in creative activities aimed at attaining certain goals defined in part by the curricular purposes
and also guided by the student’s interests and readiness to learn. Recognizing that people learn
using different intelligences and ways of knowing, activities must be multi-focused to fulfill the
needs of student learning styles (sensing, thinking, seeing, hearing, etc.). Psychomotor and
interpersonal skills are best learned through demonstration, practice and more practice in reality
environments. They are also learned by observation, so the interpersonal relations between
instructors and students must model the behaviors we expect students to develop and apply in
their practice.
The teacher must be perceived by students as possessing ethos, namely character and credibility,
to effectively create a milieu that is safe in the eyes of students and thereby capable of fostering
meaningful dialectic and dialogue. These are the essentials to critical thinking and meaningmaking. Research has proven that ethos plays a significant role in student learning, affecting the
learner’s feeling of safety, trust, interest, motivation, and valuing of the educational process
(Haskins, 2000 in Andersen, 2003).
References
Andersen, S. (2003). Kwantlen University College Bachelor of Psychiatric Nursing Program
program philosophy: Concept statements. Surrey: Kwantlen University College.
Brunt, B.A. (2005). Critical thinking in nursing: An integrated review. The Journal of
Continuing Education in Nursing, 36(2), 60-67.
Carper, B. (2009). Fundamental patterns of knowing in nursing. In P. Reed, and N. Shearer
(Eds.), Perspectives on nursing theory. (5th ed., pp. 377-384). New York: Lippincott
William & Wilkins. (Reprinted from Advances in Nursing Science, 1978, 1 [1], 13-23).
Chinn, P. and Kramer, M. (2008). Integrated theory and knowledge development in nursing.
(7th ed.). St. Louis: Mosby.
Clements, P. and Averill, J. (2006). Finding patterns of knowing in the work of Florence
Nightingale. Nursing Outlook, 54(5), 268-274.
Collaborative Nursing Program of British Columbia. (2005). CNPBC Curriculum Guide.
Victoria: Author
Creswell, J. (2007). Qualitative inquiry & research design: Choosing among five approaches.
(2nd ed.) Thousand Oaks, CA: Sage Publications Inc.
Fawcett, J. (2005). Contemporary nursing knowledge: Analysis and evaluation of nursing models
and theories. (2nd ed). Philadelphia: F.A. Davis Company.
Kikuchi, J. (2009). Nursing questions that science cannot answer. In P. Reed and N. Shearer
William & Wilkins. (Reprinted from J. E. Kikuchi and H. Simmons (eds.). Philosophic
inquiry in nursing, pp 26-37. Copyright 1992 by SAGE Publications).
White, J. (2009). Patterns of knowing: Review, critique, and update. In P. Reed and N. Shearer
William & Wilkins. (Reprinted from Advances in Nursing Science, 1995, 17, [4], 73-86).
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Bachelor of Nursing
Calendar Course Descriptions
Numbering System
00
Program Orientation
10
Practice and Praxis
20
Relational Engagement
30 (31)
Health Promotion
40 (41)
Critical Inquiry
50
Professional Role
Semester One
Theoretical Focus: Individual Health and Health Promotion
Practice Focus: Nurses’ Roles &Responsibilities in Medical and Surgical Nursing
BNRS 3100 Program Orientation: Introduction to Nursing (2)
Students will participate in a two week residency including an orientation to the program,
orientation to online learning, and case-based learning. Other main concepts introduced in
this course are clinical skills related to physical assessment, professional nursing practice
and Canada’s health care system, interpersonal skills, critical thinking and a variety of
clinical decision making models
Pre-requisites: Admission to the BN Program
BNRS 3110 Practice and Praxis I: Acute Health Challenges (4)
Students will explore people’s experience with healing with particular reference to episodic
health challenges. They will reflect upon the complexities of caring for families with acute
health challenges and develop sensitivity toward the experience of health as perceived by
the individual/family. Students will care for individuals and families in the home,
community, agencies, and care facilities. Theoretical learning will be applied in practice
placements and praxis seminars.
Pre-requisites: BNRS 3100
Co-requisites: BNRS 3120, BNRS 3130, BNRS 3131, BNRS 3140, BNRS 3141
BNRS 3120 Relational Engagement I (2)
Students will focus on their personal discovery of self and self in relation to others. They
will explore how personal beliefs, values, experiences, and perceptions relate to and impact
on personal development and caring experiences with self and others, (individuals,
families, and groups).
BNRS 3130 Health Promotion I: Acute Health Challenges (4)
Students will explore the personal meaning of health, related health assessment, prevention
and health maintenance. Students will explore people'
s experience with healing with
particular reference to episodic health challenges. They will integrate theory and concepts
related to healing. Students will develop a repertoire of nursing practice skills, including
critical thinking, clinical decision-making, interpersonal, and organizational skills to
promote healing.
BNRS 3131 Health Promotion II: Pharmacology 1 (1)
Students will review and apply fundamental principles of pharmacology with a consistent
emphasis on health promotion through medication monitoring and patient education. They
will explore the use of these principles in their occupational roles, including relevant
legislation, drug action and interaction, routes of administration, principles of medication
administration, and calculation of dosages for drugs used for episodic health challenges.
Students will become familiar with the generic and trade names of drugs prescribed for
episodic health challenges with a focus on oral route of administration.
BNRS 3140 Critical Inquiry I: Quantitative Research (1.5)
Students will enhance their abilities to participate in the research process through critically
reflecting on various quantitative research methodologies. They will develop their abilities
to comprehend, critique, and utilize research. Students will experience ways to transform
personal inquisitiveness into a process of posing, exploring and answering researchable
questions. They will explore ways to apply research findings to promote evidence-based
practice.
BNRS 3141 Critical Inquiry II: Qualitative Research (1.5)
Students will enhance their abilities to participate in the research process through critically
reflecting on various qualitative research methodologies. They will develop their abilities
to comprehend, critique, and utilize research. Students will experience ways to transform
personal inquisitiveness into a process of posing, exploring and answering researchable
questions. They will explore ways to apply research findings to promote evidence-based
practice.
Co-requisites: BNRS 3110, BNRS 3120, BNRS 3130, BNRS 3131, BNRS 3140, BNRS
3141
Total Credits: 16
Semester Two
Theoretical Focus: Individual Health and Chronic Health Challenges
Practice Focus: Nurses’ Roles &Responsibilities in Mental Health and Geriatric
Nursing
BNRS 3210 Practice and Praxis II: Older Adults (4)
Students will develop caring relationships with individuals and families experiencing
chronic health challenges, focusing on older adults. They will reflect upon the complexities
of caring for families with chronic health challenges and develop sensitivity toward the
experience of health as perceived by the individual/family. Theoretical learning will be
applied in practice placements and praxis seminars.
Pre-requisites: BNRS 3110, BNRS 3120, BNRS 3130, BNRS 3131, BNRS 3140, BNRS
3141
Co-requisites: GNQU 1301, BNRS 3220, BNRS 3250, BNRS 3230, BNRS 3240
GNQU 1301: Health Promotion III: Fundamentals of Mental Health Nursing (3)
Students will recognize the effects of mental health challenges and will assess the biopsychosocial, environmental, spiritual, cultural and economic influences that affect mental
health. They will apply mental health nursing concepts based on the lived experience of the
individual.
3141
BNRS 3220 Relational Engagement II (2)
Students will develop a conceptual and experiential understanding of the relational nature
of caring practice in working with clients experiencing mental health and age-related
challenges. They will enhance their awareness and understanding of the narratives, values,
and intents influencing their relationships with clients and colleagues, and will enhance
their capacity for relational caring practices.
3141
Co-requisites: BNRS 3210, GNQU 1301, BNRS 3250, BNRS 3230, BNRS 3240
BNRS 3250 Professional Role 1 (2)
Students will be introduced to the profession of nursing. They will explore the philosophy
and concepts of the nursing program, the history of nursing, and the role of the nurse in the
health care system, as well as how nursing practice is guided by the professional standards,
Code of Ethics, Scope of Practice, the other Practice Standards, and provincial and federal
legislation. Students will be introduced to the relationship between theory, practice, and
research and the interdisciplinary aspects of the nurses’ role.
3141
BNRS 3230 Health Promotion IV: Pharmacology 2 (1)
Students will review and apply fundamental principles of pharmacology related to Mental
Health and Geriatrics with a consistent emphasis on health promotion through medication
monitoring and patient education. They will explore the use of these principles in their
occupational roles, including relevant legislation, drug action and interaction, routes of
administration, principles of medication administration, and calculation of dosages for
drugs used, with a focus on routes other than oral. Students will become familiar with the
generic and trade names of drugs prescribed for common health challenges related to
Mental Health and Geriatrics.
3141
BNRS 3240 Critical Inquiry III: Data Analysis (2)
Students will be given a grounding in the techniques commonly used in the analysis of
both quantitative and qualitative data. They will engage in the process of qualitative
analysis through examining qualitative data, data coding, and thematic construction.
Students will also examine a range of descriptive and inferential statistical approaches to
quantitative analysis using a computer-based system.
3141
Total Credits: 14
Semester Three
Practice Focus: Nurses Roles &Responsibilities: Consolidation of practice in medicalsurgical and mental health nursing
BNRS 3310 Practice and Praxis III: Residency Consolidation (Capstone 1) (12)
Examines and enacts client-centered care within the context of caring for individuals and
families within their home and rehabilitative settings. Develops an understanding of the
experience of illness and healing practices in which clients are the leaders of their care.
Beginning with a two week residency at Kwantlen for labs and simulation, the student will
be engaged in clinical practice for five days per week for ten weeks.
Pre-requisites: BNRS 3210, GNQU 1301, BNRS 3220, BNRS 3250, BNRS 3230, BNRS
3240 or Graduation from an approved BPN program
BNRS 3300 Program Orientation; Introduction to the BN program for BPN graduates (2)
Students will participate in a two week residency including an orientation to the program,
orientation to online learning, and case-based learning. Other main concepts reviewed in
this course are clinical skills related to physical assessment, professional nursing practice
and Canada’s health care system, interpersonal skills, critical thinking and a variety of
clinical Decision Making Models (CDMM)
Pre-requisites: Graduation from an approved BPN program
Co-requisites: BNRS 3310
Total Credits:
12
Semester Four
Theoretical Focus: Family Health
Practice Focus: Nurses’ Roles &Responsibilities with Generative families and in
Pediatric Nursing
GNQU 1309 Health Promotion V: Fundamentals of Perinatal Nursing (3)
Students will focus on competency-based theory and processes inherent in
maternal/newborn nursing. They will learn to assess and plan care for childbearing families
during pregnancy, labour, delivery, and early parenthood. Students will apply principles of
health promotion, prevention, holistic assessment, primary health care, and the social
determinants of health in their course work.
Co-requisites: GNQU 1320, BNRS 4110, BNRS 4120, BNRS 4150
GNQU 1320 Health Promotion VI: Fundamentals of Pediatric Nursing (3)
Students will explore the role of the nurse in caring for children. They will study the
effects of illness and treatment on the child and family within the contexts of the stages of
growth and development.
Co-requisites: GNQU 1309, BNRS 4110, BNRS 4120, BNRS 4150
BNRS 4110 Practice and Praxis IV: The experience of nursing families (5)
health challenges, focusing on generative families and pediatrics. They will reflect upon
the complexities of caring for families with health challenges and develop sensitivity
toward the experience of health as perceived by the individual/family. Theoretical learning
will be applied in practice placements and praxis seminars.
Co-requisites: GNQU 1309, GNQU 1320, BNRS 4120, BNRS 4150
BNRS 4120 Relational Engagement III (1)
Students will develop a conceptual and experiential understanding of the relational nature
of caring practice within families, focusing on pediatrics and generative families. They will
enhance their awareness and understanding of the narratives, values, and intents
influencing their relationships with clients and their families, and will enhance their
capacity for relational caring practices.
BNRS 4150 Professional Role II: Teaching & Learning (1)
Students will examine a variety of teaching/learning theories, perspectives, and strategies
that underlie meaningful interactions with individuals, families, and groups. They will
explore the influence of personal meaning, beliefs, and values on teaching/learning
processes from the perspective of both teacher and learner. Students will participate in
teaching/learning encounters with a focus on health education and prevention.
Total Credits: 13
Semester Five
Theoretical Focus: Community Health and Community Capacity Building
Practice Focus: Nurses Roles &Responsibilities in Community Health and Community
Capacity Building
BNRS 4220 Relational Engagement IV: Community Context (2)
Students will focus on community as client from a health promotion perspective. They will
explore the principles of health promotion, including social determinants of health,
participation, capacity, and empowerment. Students will analyze community development
as a pattern for health promotion and nursing practice. Professional issues necessary for
transition to the transcultural workplace will be emphasized. Social, political, and
regulatory issues central to nursing practice will be discussed.
Pre-requisites: GNQU 1309, GNQU 1320, BNRS 4110, BNRS 4120, BNRS 4150
Co-requisites: BNRS 4210, BNRS 4230, BNRS 4240, BNRS 4241
BNRS 4240 Critical Inquiry IV: Nursing Theories (2)
Students will examine concepts and theories related to current nursing practice. They will
apply ethical, feminist, and critical social theories and a phenomenological perspective
when exploring self, others, health, and healing. Students will use their own practice
experiences to make meaning of conceptual frameworks.
BNRS 4241 Critical Inquiry V: Bioethics (2)
Students will develop a fundamental understanding of ethical theory applied to cases in
bioethics. They will examine ethical approaches as tools for generating and evaluating
informed decisions about bioethical issues. Students will discuss cases from health
sciences, biology, psychology, or social work in the context of debating general moral
principles and their applications.
BNRS 4230 Health Promotion VII: Community Context (2)
Students will explore the concepts of primary, secondary, and tertiary prevention. They
will focus on a comparative analysis of primary health care, prevention, and health
promotion. Students also examine the significance of interdisciplinary collaboration in
working with individuals, families, and groups within a variety of contexts. They will
explore existing prevention programs.
BNRS 4210 Practice and Praxis V: Community Context (5)
health challenges, focusing on community health promotion. They will reflect upon the
complexities of community health and development. Theoretical learning will be applied in
practice placements and praxis seminars.
Total Credits: 13
Semester Six
Theoretical Focus: Global Health and Leadership
Practice Focus: Nurses’ Roles and Responsibilities in Primary Health Care
(International /Aboriginal)
BNRS 4310 Practice and Praxis VI: Global Context (Capstone 2) (5)
health challenges, focusing on primary health care. They will reflect upon the complexities
of community health and development in a global context. Theoretical learning will be
applied in practice placements and praxis seminars.Pre-requisites: BNRS 4210, BNRS
4220, BNRS 4230, BNRS 4240, BNRS 4241
Co-requisites: BNRS 4320 , BNRS 4350
BNRS 4350 Professional Role III: Health Care Leadership (2)
Students will explore ways to influence and create change for the promotion of societal
health. They will examine the culture, power, and politics of leadership and organizations.
Students will critique selected strategies for enhancing professional influence on the
evolving Canadian health care system, and re-examine the role of the nurse as they
transition into the graduate role.
Pre-requisites: BNRS 4210, BNRS 4220, BNRS 4230, BNRS 4240, BNRS 4241
Co-requisites: BNRS 4310, BNRS 4320
BNRS 4320 Relational Engagement V: Global Context (2)
Students will focus on the global context as client from a health promotion perspective.
They will explore the principles of health promotion, including social determinants of
health, participation, capacity, and empowerment. Students will analyze global and
environmental health issues as a pattern for health promotion and nursing practice.
Professional issues necessary for transition to the trans-cultural workplace will be
emphasized. Social, political, and regulatory issues central to nursing practice will be
discussed.
Pre-requisites: BNRS 4210, BNRS 4220, BNRS 4230, BNRS 4240, BNRS 4241
Co-requisites: BNRS 4310, BNRS 4350
Total Credits: 9
Semester Seven
Practice Focus: Nurses’ Roles &Responsibilities in Full-time Nursing Practice
BNRS 4410 Practice and Praxis VII: Nursing Practice Consolidation: Capstone 3 (8)
The synthesis of practice, theory, insights and experiences from all other courses in the
program. The primary learning outcome is nursing praxis which is the interrelationship and
integration of theory and practice.
Pre-requisites: BNRS 4310, BNRS 4320 , BNRS 4350
Total Credits: 8
Total Program Credits: 85
Appendix D
Appendix D
Summary of Internal Consultations
All internal consultations were via face to face meetings, phone calls and/or through voice mails.
DEPARTMENT: Admissions, Records, & Graduation (planning for program admission,
registration, impact on scheduling, etc.)
CONTACT: Zena Mitchell
Zena is very supportive and identifies a number of considerations. We will need to start
accepting applications as soon as the program is approved. The comparison with the current
program at UBC brings up a concern that our program is longer and requires more credits for
Admission. We will need to explore resources with Homestay Services in the event that students
do not reside in the Lower Mainland / Fraser Valley.
The transfer credit for Anatomy and Physiology courses from other institutions will need to be
facilitated and Zena has identified that .25 FTE Admissions Assistant will be required to manage
the program.
DEPARTMENT: Counseling (support services anticipated for program students, etc.)
CONTACT: Lyn Benn
Lyn suggests that there are a couple of ways that BN students may be supported by Students
Development and Success services. First, through time management strategies, stress relief and
on on-line helpline to facilitate this. She suggests this be initiated early on in the program so that
students can get hints through the Learning Center and Counseling Services. Her second
suggestion is for a tailored writing resource (on-line) where students may submit their writing
and receive support to enhance these skills.
DEPARTMENT: Educational Advising & Financial Awards (degree advising & student loan
eligibility)
CONTACT: Joshua Mitchell
Josh offered support for the program and advised that this program would qualify for student
loans and bursaries.
DEPARTMENT: Institutional Educational Technology (planning re software needs; system
capacity and limitations)
CONTACT: Meg Goodine / Sue Birtwell
As there will be many on-line components of this program, close consultation is required. It is
recommended that a consultant work with the faculty group on planning for the overall program
goals and objectives and how the courses in the program will be planned, coordinated and
integrated to meet these objectives. (.5 for one semester or .25 for two semesters $16,500).
Faculty development orientation and Moodle workshops will also be required (2 weeks at $2200
per week). Total will be approximately $21,000 start up requirements and ongoing support
would be approximately $5,000 per year. See Appendix G, BN Development and Education
Technology Workshop Schedule
DEPARTMENT: Library Services (collections, AV needs, etc)
CONTACT: Elaine Samwald
See Appendix E. Library Impact Assessments have been conducted for the new BN program to
establish budgetary and purchasing priorities that will be met in order to support new courses in
development.
The Kwantlen Polytechnic University Library expansion in Surrey has more than doubled the
Library’s space allowing us to provide a substantial range of services, collections and technology
to support learning, teaching and research. Kwantlen students have access to 170,000 books,
8,000 videos and DVDs, 70 research databases, 800 journals and more than 20,000 online fulltext articles. Kwantlen’s Learning Centres and Libraries work together to assist students reach
their goals through extra assistance with learning and research strategies. Kwantlen Librarians
provide reference desk and specialized subject support on our four campus libraries and through
our interactive online Askaway service.
DEPARTMENT: Enrolment Support & Retention (scheduling and registration)
CONTACT: Warren Stokes (by phone)
Very interested in the program. Sees no problems or issues that would prevent the program from
going ahead as planned.
DEPARTMENT: Community and Health Studies
CONTACT: Jean Nicolson-Church
Nursing Resource Center – It has been identified that additional resources will be required for
the consolidation components of the BN program. We are currently planning the development of
a new nursing lab as well as recruitment of an additional laboratory assistant.
CAHS programs - The development of the BN program has been discussed with the other CAHS
programs in a number of formats including faculty meetings, Faculty Council meetings,
coordinators meetings, and the concept proposal has been discussed and approved by the CAHS
Curriculum Committee.
DEPARTMENT: Institutional Analysis & Planning
CONTACT: Kathleen Bigsby
See Appendix B Bachelor of Nursing (second degree) Degree Proposal Review Report.
Part A
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proposed degree program, especially the on-line component, more streamed videos might have to be
acquired by the library.
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(Please attach this section only to the Program Concept)
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Bachelor of Nursing
Development of Course Outlines and Course Presentations
Semester
Semester One
Semester Two
Semester Three
Semester Four
Semester Five
Semester Six
Semester Seven
Semester
Implementation Date
Final Development of
Course Outline by BN
Development Team
September 2010
January 2011
May 2011
September 2011
January 2012
May 2012
September 2012
Fall 2009
Spring 2010
Summer 2010
Fall 2010
Spring 2011
Summer 2011
Fall 2011
Approval of Course
Outlines by BN
Development Team,
Curriculum
Committees and
Senate*
Spring 2010
Summer 2010
Fall 2010
Spring 2011
Summer 2011
Fall 2011
Spring 2012
Development of
Course
Presentations
By Faculty
Summer 2010
Fall 2010
Spring 2011
Summer 2011
Fall 2011
Spring 2012
Summer 2012
*Course outlines are approved by three different bodies:
•
•
•
CAHS Curriculum Committee
University Senate Sub-committee on Curriculum
University Senate
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Appendix J
Appendix J
(received as email)
February 5, 2010
Dear Dr. Nicholson-Church
I am writing in response to the request that the UBC School of Nursing provide an advisory committee
member, and a letter of support for your proposed second degree program. Unfortunately, we do not
have a member of faculty who could act as an advisor at this time, and after consideration (given the
nature of the proposal) feel unable to offer support at this time.
Recognizing the very complex political climate within which educational and regulatory decisions are
being made on behalf of our discipline, we feel that decisions to mount new second degree programs
must be approached with exceptional caution to ensure that they are clearly differentiated from former RN
Diploma programs. To this end, they require very different educational and selection processes.
Therefore, we have been quite steadfast in our communications at all levels to ensure a wide
understanding that these delivery models are appropriate only under very specific conditions:
1) Where there is evidence of the capacity in a research-intensive institution to attract and
select an exceptionally capable student population, with clearly demonstrable prior academic
excellence and clinical aptitude; institutions must have the research intensive faculty to attract
such exceptional applicants, and use rigorous academic and non-academic selection criteria
2) Where the pedagogical approaches and policy frameworks enacted are fully-engaged with
faculty activity, scholarly learning, and combined with explicit and rigorous learner accountabilities
at every stage of the learning process, and
3) Where diverse faculty expertise at the institution demonstrates they are fully engaged in the
scholarship of their substantive fields and fully conversant with current and future trends in both
knowledge and practice.
Our experiences with our own accelerated Baccalaureate of Science in Nursing program have shown that
this kind of program intensity and highly capable learners require a very high level of faculty expertise in
order to capitalize on prior strengths as well as actively guide new learning in such an individualized and
intensive manner. It also requires both pedagogical and policy infrastructure that are quite different from
the traditional nursing learning environment in order to ensure that students actually develop the
competencies they require in order to graduate and practice safely within the time-frame.
Therefore, for the reasons stated, while we applaud your enthusiasm for expanding your programming to
accommodate additional delivery models, we are unable to endorse the placement of this kind of program
at your institution at the present time. I would be happy to discuss this further in person or by telephone if
you would find that helpful, or advise on alternative strategies where we could offer support.
Yours sincerely,
Bernie Garrett
_________________________________________________
Dr. Bernie Garrett,
Associate Director; Undergraduate Programs
The University of British Columbia
School of Nursing, T201-2211 Wesbrook Mall
Vancouver, BC, Canada, V6T 2B5
Appendix J
"Shanti Gidwani | SGM CfH" <[email protected]>
02/17/2010 03:44 PM
Please respond to
[email protected]
To: Claudette Kelly
nd
Subject: Re: Letter of support for degree in nursing (2 )
by distance
Dear Claudette,
I think that a program of this nature would have greatly benefitted someone like me who already
had an Honours Bachelor of Science when entering my nursing degree. This kind of program
would have focussed on my specific needs as opposed to having me repeat many courses
because a program like this did not exist. It would have allowed me to enter into the workforce
faster and move my career along. I think the program is a great idea, and will inject new nurses
into the health care system faster, whilst recognizing the previous education and skills they
already possess. The online distance piece allows further accessibility without compromising on
faculty and mentor support.
Good luck!
Shanti
Shanti Gidwani, MSN, MHA, CHESGM
Consulting for Health Inc.
Email: [email protected]
Web: www.consultingforhealth.ca
Direct: 604.734.8539
Fax: 604.608.2783
Appendix J
Judy Taylor
Administrative Coordinator
Community and Health Studies
Kwantlen Polytechnic University
Surrey, BC
I am pleased to send a letter of support on behalf of Fraser Health for the new Bachelor of Nursing
Program currently being developed at KPU. As a member of the Advisory Committee and Director
of Nursing in Professional Practice and Integration at Fraser Health, I whole heartedly support this
program. We wish you every success with its implementation.
Sincerely,
Karen
Karen Jonson MHSc RN
Director of Nursing - Professional Practice & Integration
Fraser Health - Central City Tower
Suite 100 - 13450 102nd Ave
Surrey, B.C. V3T 5X3
Phone: 604.615.0824
Fax: 604.953.5137
Professional Practice & Integration – Fraser Health
Central City Tower
Suite 100 – 13450 – 102nd Avenue Surrey, B.C. V3T 5X3
Telephone: 604-953-5112 Facsimile: 604-953-5137
December 10, 2009
Appendix J
Letter Of Support
Program Proposal
Bachelor Of Nursing, Second Degree (BN)
Kwantlen Polytechnic University
To Whom It May Concern
I am pleased to provide this letter of support regarding the Kwantlen Polytechnic University
Bachelor of Nursing, Second Degree (BN) full program proposal. I have reviewed the
documentation provided to the Advisory Committee and I am of the view that this proposal
is comprehensive, incorporates a curriculum and educational pedagogy that is consistent
with Kwantlen’s institutional mandate, mission, and goals.
The proposal, developed in response to the increasing demand for well-educated registered
nurses, clearly outlines a sound curriculum and includes descriptions of diverse learning
methodologies. The proposed program will meet the expected foundational competencies of
the professional regulatory body and addresses the unique background, experience and
learning needs of second degree students in the program.
Students enrolled in an accelerated program will be diverse in their educational background
and demographics and innovative programming and learning methodologies that typically
are successful in direct entry programs require adaptation to the specific learning styles of
students with previous degrees. This program proposal fully describes the strategies and
approaches that will be critical in adapting to the unique demands and needs of these
lifelong learners at the same time as providing a compressed and rapid paced curriculum
that will ensure a sound foundation in nursing. The proposed program will provide
flexibility and accessibility of entry, exit and location of delivery.
I look forward to the opportunity to my continued involvement in the process.
Sincerely,
Candace Skrapek
Former Program Head
Nursing Education Program Of Saskatchewan, Second Degree Entry Option
SIAST Nursing Division
Advisory Committee Member
Bachelor Of Nursing, Second Degree (BN)
Appendix J
Della Stansfield, RN/ BSN, MSN
4623 South Crescent
Port Alberni, BC
V9Y 1L7
February 15, 2010
Dear Dr. Claudette Kelly
Thank you for the opportunity to provide this letter of support for a distributed learning hybrid
Baccalaureate in Nursing program being developed by Kwantlen Polytechnic University. I have had
experience with distributed learning as a modality for delivering nursing courses as both a nursing
student and as a nursing instructor.
In my work with Thompson Rivers University, I was an instructor for a distance delivered Licensed
Practical Nurse Program. The program consisted of a series of online courses which had face-to-face
nursing lab and practice courses interspersed throughout the program. Our students were supported by
faculty throughout their program and had both instructor led and preceptor supported practice courses.
In my student role, I had the opportunity to complete my Masters of Science in Nursing through a
partnership program between the University of British Columbia and Thompson Rivers University. The
program was also a hybrid with some face-to-face courses offered in Kamloops and the opportunity to
take distance programming from the University of British Columbia or from any of the other Western
collaborative universities.
In my own situation, as well as many of my students, I would not have been able to complete my
education without the option of distributed learning courses. Due to the necessity of having to continue
with my paid work and with family responsibilities, there was no potential for me to enrol in a program
which required face-to-face attendance on a regular basis. Through discussions with many of my
students, the majority of which were women, I discovered that due to the students’ other obligations or
due to the lack of educational opportunities in their communities, distance education was the best and
sometimes only option for achieving their goals of becoming nurses.
I wish you every success with developing and delivering this program. The need for nurses continues to
grow and this program sounds like it will support students who have already proven their academic
abilities to pursue a vitally important and fulfilling profession close to their home communities.
Best Regards,
Della Stansfield, RN/BSN, MSN
Nurse Educator
North Island College and
Vancouver Island University

Bachelor of Nursing - Kwantlen Polytechnic University

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